In a recent blog post, NCES announced the groundbreaking work of the NCES Ed Tech Equity Initiative. The Center’s efforts for this initiative focus on working with stakeholders to identify how NCES data collection, reporting, and dissemination efforts can better inform the relationship between technology and K–12 students’ educational experiences and outcomes.
As part of these efforts, NCES developed a framework to better understand the various facets that influence technology in K–12 education, as well as how these facets interact. The framework was created through extensive research and is designed to be revised over time to align with changes in the ed tech equity space.
The NCES Ed Tech Equity Framework, included below, is comprised of four critical components—Indicators (located in the center of the framework), Dimensions and Environments (the green and purple circle), and Change Agents (shown in the outer gray circle).
HOW IT WORKS
The interaction of the framework elements informs ed tech equity and NCES data collection:
- Indicators represent the broad categories used to measure or assess education technology—relevant NCES survey questions will fit within at least one of the Indicator categories.
- Dimensions are the key perspectives through which NCES focuses its ed tech equity data collection efforts.
- Environments are the settings that facilitate educational experiences.
- Finally, Change Agents are factors that impact or influence students’ educational experiences and outcomes.
Below, a few existing NCES items are mapped to the framework to illustrate how it will be used in NCES data collection:
- TECHNOLOGY RESOURCES AND SUPPORT
- TEACHING IN-SCHOOL: In this school year, did your school offer training for teachers on how to use computers or other digital devices? —NAEP, 2017
- TECHNOLOGY KNOWLEDGE, SKILLS, AND ATTITUDES
- TEACHING OUT-OF-SCHOOL: During the last 12 months, which of the following activities have you or another family member done with [your 9th grader]?
- Worked or played on a computer together —HSLS, 2009
- INTEGRATION OF TECHNOLOGY
- LEARNING IN SCHOOL: Do you use the Internet to do any of the following tasks for schoolwork (including classroom tasks, homework, studying outside of class)?
- c) Collaborate with classmates on assignments or projects —TIMSS, 2015
NCES recently convened an expert panel to assist with evaluating NCES’ existing technology-related efforts and provide recommendations on priorities for future NCES data collection, reporting, and dissemination. Feedback from the panel will assist us in our efforts to provide greater focus on the relationship between technology and K–12 students’ educational experiences and outcomes. We plan to share insights from the expert panel meeting in an upcoming blog post.
By Halima Adenegan, NCES, and Emily Martin, Hager Sharp
The expanding use of technology affects the lives of students both inside and outside the classroom. While exposure to learning technology inside schools and classrooms is important, access can also differ once those students are in their homes. It’s important for educators to be aware of the potential barriers to technology and internet access that students may face. A recent report from NCES, Student Access to Digital Learning Resources Outside the Classroom, highlighted some differences in home internet access for students.
The percentage of 5- to 17-year-old students with either no internet access or only dial-up access differed by students’ race/ethnicity.
Access also differed geographically. Remote rural locales had the highest percentage of students with either no internet access or only dial up access at home. Within these remote rural areas, the percentage of students lacking access differed by students’ race/ethnicity. Forty-one percent of Black students and 26 percent of Hispanic students living in remote rural areas had either no internet access or only dial up access at home. This was higher than the percentage of White students (13 percent) and Asian students (11 percent) living in remote rural areas who had either no internet access or only dial up access at home.
The percentage of students who had no access to the Internet or only dial-up access was higher for students living below the poverty threshold (26 percent) than for students living between 100 and 185 percent of the poverty threshold (15 percent) and at greater than 185 percent of the poverty threshold (4 percent).
In 2015, the two most common main reasons for children ages 3 to 18 to not have home internet access were that it was too expensive or that the family did not believe they needed it/ were not interested in having it (38 percent each). Other main reasons for not having home internet access included that the home lacked a computer or a computer adequate for internet use (8 percent), internet service was not available in the area (5 percent), the Internet could be used somewhere else (3 percent), and privacy and security concerns (i.e., online privacy and cybersecurity and personal safety concerns) (2 percent).
Browse the full report for more data on additional topics relating to differences in access to technology and the internet.
By Lauren Musu